Hi Jocelyn!
these are some very good tips for those of us who do very little on-line teaching.
Thanks and keep up the good worik!
Jane Davis
ED107 Facilitator
I will use only positive words with the students. I will also make more connections with things that will make concepts eaier to remember.
I like the circular learning method, repeat the things more times especially the important ones.
There is an old saying about public speaking: "Tell 'em what you're gonna tell 'em'; tell 'em; tell 'em what you done told 'em."
While I've always been amused by the "folksy wisdom" aspect of this advice, I'm pleased to learn that it turns out to be rooted in (or, at least, confirmed by) theories on memory: primacy and recency, in particular. In "telling 'em what you're gonna tell 'em", you're playing to the primacy effect. In "telling 'em" you're delivering the content. In 'telling 'em what you done told 'em", you're playing toward the recency effect.
Can anyone think of any other old sayings that summarize/are confirmed by the lessons from this course?
I would like to increase the use of the visual when giving students content that can be dry and sometimes uninteresting. For my deisgn classes, visuals of the concepts and processes that they are learning about can mean the difference between comprehension and temporary memorization. In addition, I have found that utilizing kinesthetic methods can also be of help. For example, when creating a presentation, recording ideas on sticky notes for ease of organization on a board can help students with both process, detail, and flow.
I will use maximizing retention through memory to help my students grasp some of the harder or more involved techniques by having them talk about why they love the final product (a food) so much, what it is they like about it and then we will work backwards to show them the techniques they need to create a product that has those qualities they like
i agree life experience is relivant
cultural differences may make a difference
Hi Chunan!
I think that has be a technique used for many years. I remember learning multiplication tables and verb tenses. It was repeatition, repeatition, repeatition.
Good job!
Jane Davis
Ed107 facilitator
Hi Lillian!
I have actually put together a flow chart for students to label as we move through the course. If done properly, this is a very good study tool. It provides a took for the visual as well as none visual.
Good job!
Jane Davis
ED107 Facilitator
Hi Teresa!
So is this the only thing you do to maximize retention through memory? I bet you have other things that would be valuable to share?
Thanks,
Jane Davis
ED107 Facilitator
Hi teresa!
What do you mean by this - shorter answers to what?
Keep up the good work!
Jane Davis
ED107 Facilitator
Hi Emma!
I like this backwards learning technique to help aide in memory retention.
Keep up the good work!
Jane Davis
ED107 Facilitator
I'm going to add more in-class activities to break up the lecture time and reinforce the learning objectives.
I presume you also have a textbook for your class? I'd like to find ways to entice my students to read. As a fall-back I have begun to deliver the reading in lecture. This leave less time for in-class activities when I have to deliver the content of the book in lecture. How do you get your students to read? They are indifferent to a poor quiz grade and I'd rather use a carrot anyway.
I agree I have students from all ends of the country and all walks of life. The way we choose our words to explain to one person can confuse another
As this is a technical school, I will change from lecture to relating an expeience from the field.
